This study examines teacher academic optimism and teacher perception of collaboration with parents as they correlate with parent trust in school, parent perception of collaboration, parent involvement, and school effectiveness. The sample included 240 teachers and 214 parents from 7 elementary schools located in Northern Alabama. The research methodology utilized in this study included correlation analysis and regressions to test the effects of the independent variables separately and collectively with the dependent variables. The findings were that teacher academic optimism is significantly correlated to parent trust in the school, parent involvement, and school effectiveness even while controlling for percent of free and reduced lunch and years of teaching experience. Implications from the study may provide school administrators with new insights into ways teacher academic optimism and teacher perception of collaboration work within the organizational to promote parent involvement, parent perception of collaboration, parent trust in the school and school effectiveness.